Abstract
important tasks of modern education. Thinking reflectively about our own thoughts and practices, about education of children and adults and their personal development, has led us to believe in the value of guided reflective inquiry as an educational method. Current definitions of reflection in education assume that the concept itself has a solid base and its dynamic efficiency is self-evident.
By disclosing major definitions of reflection in different philosophical systems, i.e., J. Locke, I. Kant, J.G. Fichte, G.F. Hegel, E. Husserl, E. Cassirer, it is apparent that reflection reveals the boundaries of knowledge, anything beyond the limits of the subject and its conditions. Searching for the roots of reflection’s problem means hoping to find epistemic justification for it. Such justification may be reached by finding the epistemic foundation of critical reflection. Reflective thinking should transform into a critical strategy and later into a tool of interpretation of reality.
Recommended Citation
Idalovichi, Israel
(2003)
"Grounds and Perspectives of Critical Reflection - An Educational and Philosophical Inquiry,"
Essays in Education: Vol. 6:
Iss.
1, Article 3.
Available at:
https://openriver.winona.edu/eie/vol6/iss1/3
Unique Identifier
WSUEIE2003SUidalovichi
